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作 者:王宪平 王天格 WANG Xianping;WANG Tiange(College of Education,Zhejiang Normal University,Jinhua 321000,Zhejiang,China)
出 处:《惠州学院学报》2025年第1期94-103,共10页Journal of Huizhou University
摘 要:场馆学习是一种跨越传统教材与课程边界,以学习者为中心、以实践体验为主要学习方式的非正式学习形式,可通过真实问题情境激发个体科学兴趣与创新能力。基于大型追踪调查数据(CEPS),实证探讨了场馆学习对青少年非认知能力发展的影响及作用机制,发现:青少年场馆学习频率较低,且农村青少年场馆学习频率与非认知能力水平均显著低于城镇青少年;异质性分析表明,场馆学习具有显著“补差”功能;中介分析则证实,相较于自我教育期望及未来信心,亲子关系在场馆学习与青少年非认知能力间具有更强解释力。建议应加大农村边远地区科普资源扶持力度,发挥场馆科学教育资源优势,促进教育结果均等化;同时应充分发挥家庭教育情感优势,共建“家-校-馆”协同育人体系。Museum learning is an informal learning form that transcends the boundary between traditional teaching materials and courses,takes learners as the center,and takes practical experience as the main learning method.It can stimulate individual scientific interest and innovation ability through real problem situations.Based on the large-scale tracking survey data(CEPS),this study empirically explored the influence and mechanism of museum learning on the development of the non-cognitive ability of adolescents.It was found that the frequency of museum learning was low among adolescents,and the frequency of museum learning and the level of non-cognitive ability of rural adolescents were significantly lower than those of urban adolescents.Heterogeneity analysis showed that museum learning had a significant"compensating"function.Mediation analysis confirmed that the parent-child relationship had stron‐ger explanatory power than self-education expectation and future confidence in the relationship between museum learning and adolescents'non-cognitive ability.Research suggests increasing support for science popularization resources in remote rural areas,leveraging the advantages of venue science education resources,and promoting equal educational outcomes.At the same time,give full play to the emotional benefits of family education,and jointly build a"family-school-museum"collaborative education system.
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